Abstract:

The main goal of this thesis is to investigate the effect of two vocabulary learning approaches:
1) Computer-assisted Language Learning (CALL) with a computer-based flashcards program, Quizlet,
2) Keeping vocabulary notebooks on high school EFL learners’ vocabulary learning.

The vocabulary targeted for the study is determined from three sequential units of the textbook. The units are determined randomly considering the starting date of the study. Eighty-nine students in four beginner EFL classes were randomly assigned as control or treatment groups. A computer-based flashcard program (Quizlet) and a vocabulary notebook program was implemented in two different classes over a 3 week period. The remaining two classes acting as control groups followed the same curriculum with the same materials without using Quizlet or keeping vocabulary notebooks. Vocabulary acquisition was measured by pre, post and delayed post-tests of unannounced vocabulary tests including orthography, grammatical accuracy and use adapted from Laufer & Goldstein (2004) and, meaning and form, adapted from Webb (2009). Pre, post and delayed post-test scores of students were analyzed to evaluate the effectiveness of the learning process. Learners` perceptions about the training are also investigated by means of interviews. The results will be discussed in detail in the presentation.

Keywords:

Mobile-assisted learning, vocabulary, flashcard.